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Transcript of School Trauma and the Counselors Role

What is Trauma?A serious injury or shock to the body, as from violence or an accident that can include the direct experience of abuse (sexual/physical), grief, domestic and/or community violence, natural disasters, etc.Obstacles for CounselingSome think that others are worse off Pride/weaknessSeek help from family/friendsAbsenteeismCharacteristics of a Safe and Responsive SchoolFocus on academic achievementInvolve the familyEmphasize positive relationships between student and staffDiscuss safety issues openlyHave ways for students to share concernsPossible Reactions to TraumaWhat to look for in studentsboth at school and at home following a trauma What Can Be Done to Help?Guidelines for Teachers and CounselorsDifferent InterventionsCognitive Behavioral Intervention for Trauma in SchoolsSelf-Care"There is a cost to caring" -Charles FigleyNatural Disasters0-5 years oldcryingexcessive clingingregressive behaviors (e.g., thumb sucking, bed wetting, loss of bladder/bowel control, fear of darkness or animals, fear of being left alone, fear of crowds or strangers, inability to dress or eat without assistance)sleep terrors/nightmaresirritabilityconfusionsadnesseating problemsreenactment via play6-11 years oldregressive behaviors (bed wetting, excessive clinging, irrational fears) sleep terrors/nightmares/sleep problems irritability aggressivenessdisobediencedepressionsomatic complaints and visual or hearing problemsschool problems (e.g., school refusal, behavior problems, poor school performance, fighting, concentration problems, distractibility)withdrawal/lack of interestpeer problemsincreased conflict with siblings.12-17 years oldwithdrawal isolation somatic complaints (e.g., nausea, headaches, chills)depression/sadnessagitation or decreased energy level antisocial behaviorpoor school performancesleep and/or eating disturbance irresponsibility/risky behavior including alcohol and other drug usedecreased interest in social activitiesconflict with parentsconcentration problemsElementaryReinforce ideas of safety and securityMaintain consistent scheduleListen to the studentsEncourage discussionValidate feelings but keep from generalizingRespond to questions calmly and simplyAvoid terms that "soften"Help form realistic understanding of the eventRemember some students need to hear things more than onceExpect angry outburstsExpect brief decline in student academic performanceAvoid re-exposure/reminders of the traumaMaintain open communication with other staffRemain aware of own reactions/feelingsMiddle /HighReinforce ideas of safety/securityListen to the studentsEncourage discussionValidate feelings but keep from generalizingRespond to questions calmly and simplyAvoid terms that "soften"Help form realistic understanding of the eventRemember some students need to hear things more than onceExpect brief decline in student academic performanceAvoid re-exposure/reminders of the traumaMaintain open communication with other staffRemain aware of own reactions/feelings3 R's of School CrisisReadinessResponseRecoverS.T.A.G.E.S.Support Trauma and Grief-Enabling SchoolsTF-CBTQUIZ!!Websiteshttp://www.ptsd.va.gov/professional/pages/handouts-pdf/Reactions.pdfhttp://www.ptsd.va.gov/professional/pages/fslist-continuing-education.asphttp://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdfhttp://www.educationworld.com/a_curr/curr369.shtmlReferencesGurwitch, R. H., Silovsky, J. F., Schultz, S., Kees, M., & Burlingame, S. (2002). Reactions and guidelines for children following trauma/disaster. Communication Disorders Quarterly, 93-99.Kira, I., Lewandowski, L., Somers, C. L., Yoon, J. S., & Chiodo, L. (2012). The effects of trauma types, cumulative trauma, and ptsd on iq in two highly traumatized adolescent groups. Psychological Trauma: Theory, Research, Practice, and Policy, 128-139.Klingman, A. (1987). A school-based emergency crisis intervention in a mass school disaster. Professional Psychology: Research and Practice, 604-612.Layne, C. M., Ippen, C. G., Strand, V., Stuber, M., Abramovitz, R., Reyes, G., . . . Pynoos, R. (2011). The core curriculum on childhood trauma: A tool for training a trauma-informed workforce. Psychological Trauma: Theory, Research, Practice, and Policy, 243-252.Little, S. G., Akin-Little, A., & Gutierrez, G. (2009). Children and traumatic events: Therapeutic techniques for psychologists working in the schools. Psychology in the Schools, 199-205.Nadeem, E., Jaycox, L. H., Kataoka, S. H., Langley, A. K., & Stein, B. D. (2011). Going to scale: Experiences implementing a school-based trauma intervention. School of Psychology Review, 549-568.Waghorn, A. (2012). School-based intervention supporting pupils affected by trauma, bereavement and loss: STAGES (support, trauma and grief-enabling schools). Education and health, 99-102.

School ShootingsMore than 68% of adolescents will experience a traumatic event by the age of 16In the U.S. children ranging from 12-17 years old:17% reported physical assault39% had witnessed a violent act8% reported being sexually assaultedStatisticsGurwitch, R. H., Silovsky, J. F., Schultz, S., Kees, M., & Burlingame, S. (2002). Reactions and guidelines for children following trauma/disaster. Communication Disorders Quarterly, 93-99.

SAMHSA. (2013). Facts and Figures. Retrieved from The National Child Traumatic Stress Network: http://www.nctsn.org/resources/topics/facts-and-figuresFactors that Facilitate Positive OutcomesRecognize strengths and sufferingInformation and education for an understanding of the eventSharing experiencesMaintain support networksInitial Mental Health InterventionsProtectDirectConnectTrauma FactsTrauma can impact academic performanceTrauma can impair learningTrauma can cause physical and emotional distressWorry NecklaceActivity!(elementary students)Don't go it aloneRecognize compassion fatigueSeek help with own traumaAttend to self-careFirst Phase- Consult with school/community, train employeesSecond Phase- Counselor calls homeThird Phase- Staff creates BSP, sessions take places, consider outside resourcesResultsImproved attendance-10%Reduced anger responsesTrauma-Focused Cognitive Behavioral Therapy6 values-component based, respect, adaptability, family involvement, therapeutic relationship as key factor in recovery, and self-efficacyShort-term treatmentMain componentsInitially was used for sexually abused children but studies show that it is efficacious for other forms of trauma as well as multiply traumatized studentsCBITSA program delivered by existing school staffConducted during a class periodCan provide to a large number of studentsUser-friendly materialsCan be used with a socioeconomically, ethnically/racially, and linguistically diverse student body